School head's crisis management skills and school performance: basis for a proposed resilience program
Type
Other
Authors
Category
School Head's Crisis Management
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Publication Year
2022
Pages
xx, 143 pages.
Subject
Leadership style. School performance.
Abstract
The focus of the study was to determine the level of competency of the school heads' crisis management skills and its relationship to school performance which will serve as basis for a proposed school resilience program.
The descriptive quantitative method of study was employed to describe the respondents' profile, level of competency of the school heads' crisis management skills and school performance.
From the analysis of data and result obtained, most of the school heads respondents and teacher respondents profile, level of competency of the school heads' crisis management skills and school performance.
From the analysis of data and result obtained, most of the school head respondents and teacher respondent as to age where 41 to 50 and 31 to 40 respectively . Majority of them females with
HT I - HT III and T I as their current positions, 9 years and below in service and had master's degree units. The findings revealed that the school head's level of crisis management skills was generally "competent" in terms of preventing skills, planning skills and administrative skills (during and after crisis).
Furthermore, there is a significant difference in the assessment of two groups of respondents on the school heads' level of competency in crisis management skills in terms of preventive skills and administrative skills (during crisis), there is no significant difference in the assessment of the two groups of respondents. Majority of the respondents latest school performance descriptive rating was "Very Satisfactory".
The result indicated that the level of competency of the school heads' crisis management skills is highly significant related to the latest school performance. Moreover, the number one challenged encountered by the respondents' schools in responding to crisis caused by the COVID-19 was "Availability of parents/guardians to support learning at home should be monitored by the school". Based on the findings of the study, a school resilience program entitled "TATAG" was proposed.
Consequently, it is recommended that there's a need for topics on crisis management skills to be integrated in the professional development programs and team building activities of the school for both male and female school heads and teachers. These programs and activities should be attended simultaneously (virtually or physically) by both male and female school heads and teachers to foster teamwork and resilience in facing educational educational challenges and crises amidst uncertainties. Training courses and mentoring programs on crisis management skills should be provided by the department of education for school heads to equip them with skills necessary in achieving high competency in managing crisis. This time of pandemic requires highly competent school heads to lead adaptively.
The descriptive quantitative method of study was employed to describe the respondents' profile, level of competency of the school heads' crisis management skills and school performance.
From the analysis of data and result obtained, most of the school heads respondents and teacher respondents profile, level of competency of the school heads' crisis management skills and school performance.
From the analysis of data and result obtained, most of the school head respondents and teacher respondent as to age where 41 to 50 and 31 to 40 respectively . Majority of them females with
HT I - HT III and T I as their current positions, 9 years and below in service and had master's degree units. The findings revealed that the school head's level of crisis management skills was generally "competent" in terms of preventing skills, planning skills and administrative skills (during and after crisis).
Furthermore, there is a significant difference in the assessment of two groups of respondents on the school heads' level of competency in crisis management skills in terms of preventive skills and administrative skills (during crisis), there is no significant difference in the assessment of the two groups of respondents. Majority of the respondents latest school performance descriptive rating was "Very Satisfactory".
The result indicated that the level of competency of the school heads' crisis management skills is highly significant related to the latest school performance. Moreover, the number one challenged encountered by the respondents' schools in responding to crisis caused by the COVID-19 was "Availability of parents/guardians to support learning at home should be monitored by the school". Based on the findings of the study, a school resilience program entitled "TATAG" was proposed.
Consequently, it is recommended that there's a need for topics on crisis management skills to be integrated in the professional development programs and team building activities of the school for both male and female school heads and teachers. These programs and activities should be attended simultaneously (virtually or physically) by both male and female school heads and teachers to foster teamwork and resilience in facing educational educational challenges and crises amidst uncertainties. Training courses and mentoring programs on crisis management skills should be provided by the department of education for school heads to equip them with skills necessary in achieving high competency in managing crisis. This time of pandemic requires highly competent school heads to lead adaptively.
Description
xx, 143 pages : illustrations, portrait ; 21 cm x 29.7 cm.
Dissertation - (Doctor of Philosophy major in Education Management) University of Caloocan City, 2022.
Dissertation - (Doctor of Philosophy major in Education Management) University of Caloocan City, 2022.
Biblio Notes
includes reference and appendices.
Number of Copies
1
